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Abstract Previous research has shown that cognitive processing and achievement strategies are important for motor learning and achievement. Despite this, there are few studies identifying the role of motivational beliefs in the cognitive self-regulation of students' learning in physical education classes. This study reports the results of multivariate analyses of the relationships between thirteen to fourteen-year-old secondary school pupils' (n=343) implicit theories of ability and their self-regulated learning in PE. Self-regulation measures included metacognitive/elaboration strategies, effort regulation and adaptive help seeking. Results revealed consistent relationships between motivational beliefs and pupils' use of self-regulation strategies. The results underscore the educational value of reappraising pupils' implicit theories of ability, making them believe in the modifiability of ability through effort and hard work and learning. The results illustrate the importance of linking pupils' motivational and cognitive characteristics to provide a fuller understanding of their self-regulation of learning in physical education.
Yngvar Ommundsen (Sat,) studied this question.